Research On The Strategies Of Mind Map To Promote The Development Of Students’ High-Order Thinking Ability In High School Biology Teaching

The development of higher-order thinking(HOT)skills meets the requirements of current biological core literacy,there is a clear internal connection between mind mapping and HOT.Using mind mapping to improve HOT skills is a future trend.This study aims to use mind mapping for the development of HOT skills,mainly including investigation,theoretical research and practical research,ameasurement scale for five dimensions of HOT skills is designed,and discusses the teaching strategies of mind map to improve higher-order thinking skills.The main contents are as follows:Based on the comprehensively understand all relevant concepts of mind mapping and HOT,analyze their internal connections,HOT skills were divided into five dimensions and corresponding measurement scales were designed,so that mind mapping can be fully used for the development of HOT ability;The application and development of mind map and higher-order thinking in high school biology teaching was investigated and analyzed.Then the principles,key points of attention and influencing factors of using mind map to develop HOT skills were proposed,and six steps of teaching strategies of mind map were planned: Task analysis of mind map to clarify the higher-order learning goals;Creating situations in combination with reality to stimulate the potential of high-order learning;Gradually guides of mind map to construct a high-order learning framework;Team cooperation in mind map for collaborative development of high-order thinking;Multi-evaluation of the map works for comprehensively development of HOT;the comprehensive self-examination of mind map for efficient development of HOT.The students’ thinking skills were generally at a low order level in the early stage of teaching practice,and there was no significant difference between the experimental and control classes in terms of biology scores,etc.The effectiveness of the application of the above thinking map teaching strategy was tested after it was applied to teaching practice.The main findings are as follows:An independent sample t-test revealed that the experimental class had a 20.5%increase in the posttest mean of HOT skills and a 15.8% increase in the posttest mean of biology achievement over the control class.The results of paired sample T test showed that the average value of the post-test higher order thinking ability of the experimental class was higher than the pre-test level by 25.5%,and the average score of the post-test biology was higher than the pre-test level by 21.0%,both on significant levels,while the control class had no significant change.During late period,the development of all dimensions of HOT skills,namely,creative thinking skills,critical thinking skills,metacognitive skills,divergent thinking skills,and integrated thinking skills,was significantly superior to the level during early period,The number of post-testers with higher scores than pre-testers in each dimension is higher than the number of post-testers with lower scores than pre-testers in each dimension,and the responses to each question can also clearly reflect the improvement of HOT skills,for example,in question 6 on critical thinking skills,the percentage of post-testers who were often able to conduct objective self-assessment and mutual assessment was higher than the percentage of pre-testers by 36%.The above analysis shows that the use of thinking maps in high school biology teaching can improve students’ HOT skills and biology performance,and the improvement of biology performance can also reflect the improvement of HOT skills to a certain extent.